Enduring Values Hamline University Annual Report 2008

 Enduring Values

Hamline University Annual Report 2008

Contents

Letter from the President 2 Highlights 4 Profiles Peggy Knapp 6 Sharmin Nabi 8 Julian Schuster 10 Kendra Watson 14 Andrew Cochran 17 Margaret Myers 18 Mike LeMier 21 Financial Statements 23 Giving Report 26

ii “In the midst of so much change all around us, I am confidenti n reporting to you, our alumni, donors, and friends, that we rest on the enduring values of Hamline University as our central, organizing principle that guides us, even in times like these.”

The year produced new accolades for Hamline’s academic and identifies priorities in five-year increments. The project programs. The School of Law moved to the third tier in U.S. with the greatest potential to embody our enduring values is News & World Report’s ranking of law schools, and the construction of the University Center on the prominent corner university was listed in The Princeton Review and in the of Snelling Avenue and Englewood. The University Center will Colleges of Distinction guidebook, which recognizes four mark the official entrance to campus, opening up a vista on areas of distinction: “engaged students, great teaching, vibrant residential life and to Hamline United Methodist Church, an communities, and successful outcomes.” And, the university icon of our founding tradition. The University Center will be the sustained its “top university in Minnesota” listing by U.S. News anchor gathering place on the south perimeter of campus, and & World Report among similar colleges and universities. will house the living and learning activities and amenities that support residential and commuter students within a diverse and The big news of 2008 for Hamline grew out of our desire to learning-centered university. Architects from the Boston firm expand to new markets our tradition of exceptional teaching Shepley Bulfinch will design the building, and fundraising has within a practical and professional framework. This meant begun, with completion of the project scheduled for 2012. creating a School of Business with a flagship MBA degree and adding undergraduate programs in business, finance, These are just the highlights of an extraordinarily productive international marketing, and management. Alongside this year, and in this annual report, we offer a snapshot of just a few development, we launched the School of Education, joining of the people whose contributions and successes help capture programs in undergraduate education with the wide array of why Hamline University is such a special place to learn, to master’s programs and a doctoral degree program, which grow, to create, and to thrive. Besides each of these wonderful currently enroll more than 800 students. These two initiatives Hamline people, you’ll find hundreds more who carry Hamline’s broadened the university’s academic offerings and opened up enduring values with them each and every day. an exciting opportunity for us in the greater Twin Cities area. Letter from the President Enduring values. It is a phrase that isn’t said aloud often, yet In September, we unveiled Hamline University Minneapolis, it lives behind everything we believe in and behind everything a new 32,000-square-foot academic facility set in a thriving we do here at Hamline. Thank you for staying connected to this business community just off I-394 and Highway 100. This new great university. And, thank you for everything you contribute— Enduring values. site within the West End development offers a perfect location your time, your treasure, and your talent—to help enrich the for expanding our Master of Business Administration, Master lives of future generations of Hamline students. As we reflect on current events, there may be an inclination In the midst of so much change all around us, I am confident in of Nonprofit Management, and Master of Public Administration to focus only on the here and now, rather than on the many reporting to you, our alumni, donors, and friends, that we rest programs, and places our students within reach of great I wish you all the best in the coming year. achievements and abundant good news at Hamline in the on the enduring values of Hamline University as our central, amenities that match their lifestyles. year just concluded. In another twenty years, perhaps history organizing principle that guides us, even in times like these. In will report 2008 in ways that are as memorable as other these pages, you will find reports that show progress toward Just this month, our Graduate School of Liberal Studies remarkable years in America, such as 1929, 1941, or 1963. our strategic vision of Hamline as a diverse, learning-centered celebrated as its founding class completed studies for the MFA Casting its shadow across 2008 was the unprecedented university. You will read about College of Liberal Arts students in writing for children and young adults. Some of the students economic turmoil and uncertainty that has threatened the who are engaged in service to our communities and studying have already become published authors during their time in the very foundations of commerce and financial security. Yet, the abroad in record numbers. These stories and others call Hamline program. year ended with the most inclusive and celebratory election attention to the importance of persistence toward completing in modern times: the election of Barack Obama, the first degrees and the intrinsic values that do not change in times Linda N. Hanson In 2008, the campus master plan for the Saint Paul campus African American president of the United States. that may be more challenging, but inspire us to rise to these President, Hamline University was completed, with a vision that matches our strategic plan opportunities in new, creative ways.

  Highlights

The Princeton Review named Hamline one of the best colleges and universities in the Midwest.

Hamline was one of 159 institutions chosen for its “Best in the Midwest” section on the PrincetonReview.com feature “2009 Best Colleges Region by Region.” The Princeton Review also profiled Hamline in its book The Best Midwestern Colleges: 2009 Edition.

The School of Law moved to the third tier in U.S. News & World Report’s ranking of law schools.

Hamline University School of Law has moved into the third tier in the national rankings in the latest U.S. News & World Report assessment of the nation’s best graduate schools and specialty programs.

Hamline University was listed in the Colleges of Distinction guidebook, which recognizes four areas of distinction: “engaged students, great teaching, vibrant communities, and successful outcomes.”

Hamline University was ranked first among universities in Minnesota by criteria presented in the inaugural issue of Forbes.com’s America’s Best Colleges.

Working with the Center for College Affordability and Productivity, Forbes.com assessed colleges and universities using five components: student evaluations of courses and instructors; number of alumni— adjusted for enrollment—listed in the 2008 “Who’s Who in America” publication; the average amount of student debt at graduation held by those who borrowed; the percentage of students who graduated in four years; and the number of faculty and students—again, adjusted for enrollment—who won nationally competitive awards like Rhodes Scholarships or Nobel Prizes. Highlights Ongoing Achievements In the U.S. News and World Report section titled “Great Schools, For the eighth consecutive year, Hamline University Great Prices,” in which schools are ranked in terms of dollar value for Hamline University remains the top- School of Law’s Dispute the quality of education, Hamline University was ranked in the top The past year has been ranked Minnesota university in its Institute has been ranked fifteen “best value” schools among the 137 universities in its class class in the 2009 rankings of America’s fourth in the nation by again this year. full of accomplishment Best Colleges by U.S. News & World U.S. News & World Hamline is the only Minnesota school in the “Best Universities–Master’s” Report magazine. Report’s “America’s category to make this list. The only others to be considered “best value” and recognition for Hamline University ranked first in Best Graduate Schools” schools in Minnesota were Carleton College and Macalester College, Minnesota and ninth among 137 (2009 edition). ranked in the liberal arts colleges category, and the University of Hamline University. universities in the Midwest region, This is the eighth Minnesota in the national universities category. and among the top 562 schools consecutive year that nationally, in the magazine’s “Best Universities–Master’s” the law school’s dispute- Hamline University was one of eighty-three schools nationwide to be category. Hamline has been ranked in the top nine in the resolution program ranked among the named to the 2009 President’s Higher Education Community Service Midwest since it was added to this category in 2001. top five alternative dispute programs Honor Roll for distinguished community service. in the nation. Hamline received this honor in recognition of extraordinary volunteer efforts by the university and its students in serving their local communities, as well as Gulf Coast communities devastated by Hurricane Katrina.

  Peggy Knapp

Assistant Professor, Center for Global Environmental Education

“I love bringing classic storytelling techniques to explain complex issues,” says Peggy Knapp, assistant professor at Hamline University. “It’s an honor to be part Peggy’s career has been defined by the quest to break down complicated issues into manageable chunks that can be easily understood by a wide audience. Her work experience ranges from hosting an award-winning science education show on public television to working as an of this community.” environmental reporter for CNN and her current role with the Center for Global Environmental Education (CGEE) at Hamline.

Peggy first came to Hamline as a graduate student at CGEE, drawn by the university’s nontraditional approach. Like about a third of the students in the graduate program, she was not a formal educator. While working on her master’s in education, Peggy accepted a staff position. She is currently working on her dissertation on environmental education leadership. “It is a privilege to be part of the doctoral program here at Hamline,” says Peggy. “My colleagues are such wonderful teachers.”

Today Peggy teaches online and traditional sections of classes that explore the interdependence of natural and human systems, including “Social Systems: Environmental Footprints,” a class that explores the implications of typical American lifestyles upon the earth’s natural resources. The idea behind the class is to encourage thinking, she explains. “Americans use an outrageous amount of resources,” she says. “And once you know, you can’t pretend not to know. When I started teaching, I had to look at my own behaviors,” she notes. “That’s why I ride my bike to Hamline year-round.”

Peggy is quick to point out that her course is not intended to provoke guilt. “We live in a system we did not create,” she says. “But sixty-five percent of our ecological footprint is in our direct or indirect control. It gives me a lot of power,” she reflects. “I can reduce methane emissions by not sending trash to the landfill. That’s empowering.” Peggy’s teaching was recently recognized with the Faculty of the Year award from the School of Education.

In addition to her courseload, Peggy manages a host of project-based work ranging from multimedia educational programs and hands-on kits designed to support standards-based science curricula around the country to professional development programs for K–12 teachers. One such project is the Rivers Institute, a grant-funded intensive three-day summer course for teachers of grades 3–8. The field-based course explores how literacy and science connect by taking teachers out onto the Mississippi or St. Croix rivers in canoes. “It’s a wild experience,” Peggy says. “It’s really fun to do.” In the summer of 2009, the program will expand to reach 100 teachers.

Whether as student or professor, Peggy has a deep appreciation for the climate of experimentation that is celebrated at the university. “It’s an honor to be part of this community,“ says Peggy. “Here at Hamline, we have people who not only think outside the box, they have no boxes.”

  Sharmin Nabi Third-Year Law Student

Issues like health care disparities and the uninsured have always resonated with third-year law student Sharmin Nabi. “Just look at how many problems today touch on these issues,” she says.

After considering medical school and graduate studies in public health, Sharmin ultimately chose to ground her studies in the legal profession. “I decided that I am most interested in the policy side of health care,” she explains. “I wanted an education that would give me the tools to make health care reform possible.”

When searching for a law school, Sharmin quickly homed in on Hamline’s School of Law, attracted by its pioneering Health Law Institute. While the Twin Cities location was attractive to this Wisconsin native, what impressed Sharmin was the depth of the school’s course offerings in health-law topics ranging from state and federal regulations to the finance and organization of health care, medical ethics, and medical compliance. “It really helps to have a whole slew of classes available,” says Sharmin. “Hamline is “Hamline is exactly exactly what I was looking for in a law school.”

“I’ve been fortunate to have tremendous opportunities at the School of Law,” Sharmin what I was looking for says. Last fall, she was one of four students given the opportunity to participate in the National Health Law Moot Court Competition. Sharmin and her classmates argued a hypothetical case before the United States Supreme Court on a timely and controversial in a law school.” subject—the right of pharmacists to refuse to prescribe contraception when it conflicts with their personal beliefs. Touching upon issues of religion and access to reproductive health care, the moot law experience was a rigorous complement to Sharmin’s coursework. “I’m properly challenged here,” Sharmin says with a smile.

In the spring of 2009, Sharmin will finish coursework for a certificate in health care compliance and begin a prestigious practicum at the U.S. Attorney’s Office. Such opportunities to gain practical legal experience in the field are key to the School of Law’s overall approach to legal education. “Hamline is really good at providing hands-on opportunities for learning,” she says. “Everybody gets the opportunity to participate.”

As the student with the highest grade-point average in the Health Law Institute, Sharmin was selected to attend the second annual Health Law Student Council sponsored by the American Society of Law, Medicine, and Ethics in October 2008, Fast Facts: Hamline School of Law 3% unknown 3% academia where she got a preview of the job market she’ll face upon graduation in May. She 84 law students participated hopes to obtain a position in medical malpractice litigation, medical compliance, or in internships in 2008. 8% public interest in-house counsel for a hospital. Hamline law students Where do 34% law firms come from 35 states our graduates “Health care is a constantly changing field,” she says. And at Hamline, Sharmin is 7 books were published by end up? 12% government forging the skills she needs to make her mark on it. Hamline law faculty in 2008. and 7 countries. 25% business & industry 15% judicial clerkship

  Julian Schuster “Hamline was the Dean, Hamline School of Business perfect laboratory for For Julian Schuster, dean of the Hamline School of Business, education is a journey—often a self- me to test myself and revelatory one—rather than merely a destination. live out my dreams.” “It’s impossible to be a successful educator without a healthy dose of idealism,” he explains. “One needs to believe in his or her dreams, and be bold enough to pursue them.” Certainly, Julian has followed this mantra throughout his own life.

Julian was born in former Yugoslavia, where early education focused extensively on the liberal arts. “This approach played a key role in my intellectual development,” he explains. “Even today, I regularly read the sciences, literature, philosophy, and history.” In college, Julian’s choice to study economics and finance was initially a pragmatic one. But as his studies progressed, Julian began to see the interconnections between economics and the liberal arts, and decided to pursue his master’s in international economics, and then his PhD in economics.

After completing his PhD, Julian took a research fellowship at the renowned Institute of Economic Sciences in Belgrade, Serbia. A budding interest in Western perspectives, however, soon motivated Julian to come to the United States. “I came to the U.S. out of a desire to see a new world,” he recalls. Although he had never taken a formal English class, Julian—who is also fluent in Serbian and Russian, and proficient in several other Slavic languages—quickly picked up the language. He settled in Connecticut, giving lectures and eventually joining the faculty at the University of New Haven. There, he moved up the ranks, and was appointed dean of the business school in 2002.

In 2006, Julian came to Hamline. “I really believe we have to educate the complete individual, which coincides with Hamline’s approach to education,” he explains. Hamline’s status as a premier institution of higher education, coupled with its strong traditions of excellence in the liberal arts, inspired Julian to join the university. “It was crucial for me to be able to blend the liberal arts and business education,” he recalls. “Hamline was the perfect laboratory for me to test myself and live out my dreams.”

Indeed, Julian’s transition to Hamline came at a fortuitous time. The university was undergoing a strategic planning process, which would eventually bring together the undergraduate and graduate business programs into one unified school, the Hamline School of Business.

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10 11 Fast Facts: continued from previous page Hamline University Faculty Achievements “This has been a move away from isolation and toward integration,” explains Julian. “There is pervasive enthusiasm for what we are doing.” Books Published Film The School of Business offers a unique approach to business education. “There’s no separation between the liberal arts and professional skills, Sikhs at Large: Religion, Culture, and Courage and Light: Explore Passion, Politics in Global Perspective Renewal and Creativity but rather blending of them both,” explains Julian. “Knowing one’s Van Dusenbery, College of Liberal Arts John Shephard, School of Education broader social contexts is key to business success.” Instead of a siloed approach that separates disciplines such as accounting, finance, and The U.S. Military’s ‘Don’t Ask, Don’t marketing, the School of Business’s model emphasizes innovation and Grants Tell’ Policy: A Reference Handbook integration and focuses on learning competencies. Melissa Embser-Herbert, $30,000 from St. Paul Travelers College of Liberal Arts Foundation to support Each One Teach For example, the MBA program offers a distinctive modular approach One service learning trips to New Orleans based around four thematic elements. “When a specific skill, such With Mouths Wide Open Jean Strait, College of Liberal Arts as business ethics, isn’t integrated throughout a curriculum, it’s very John Caddy, School of Education $50,000 from Otto Bremer Foundation for difficult to apply to real-life business scenarios,” says Julian. “Our Birds of Peace: Children of the general support,$90,000 from Medtronic approach interweaves crucial skills and competencies throughout Paper Crane Foundation, and a STAR grant to support each module.” Walter Enloe, School of Education Math Masters program Stella Stands Alone Frank Hernandez and Tom Ellis, The first cohort of this program began in September 2007, and feedback The Sawdust Man School of Education is overwhelmingly positive. “We’ve nearly doubled in the number Alexandria LaFaye, of students and faculty, while maintaining the highest educational $105,000 from Medtronic Foundation, a Graduate School of Liberal Studies STAR grant to support the Metro School standards,” Julian explains. Indeed, the Hamline School of Business River Science Partnership, and $75,000 When to Go into the Water features the fastest-growing MBA program in Minnesota. from The McKnight Foundation to support Larry Sutin, the Mississippi River Education project Graduate School of Liberal Studies This remarkable success is no surprise to Julian, however. “We are a Tracy Fredin, School of Education School of Business with a different approach to business,” he reflects. Own It—The Law & Business Guide to $200,000 from St. Paul Travelers And as for his own experiences? “Education is a journey, and I’m Launching a New Business through Foundation to provide curricula, training, Innovation, Exclusivity and Relevance definitely still traveling.” and support for students seeking careers Jon M. Garon, School of Law in Twin Cities urban classrooms Few Are Chosen: A Campaign Memoir Tom Ellis, School of Education Douglas McFarland, School of Law $248,000 from U.S. State Department for Edited Everything You Need to Know Middle East Civic Education Project Fast Facts: Hamline School of Business about (Legally) Carrying a Handgun Nurith Zmora, College of Liberal Arts in Kansas $340,000 from Minnesota Department Joseph Edward Olson, School of Law Enrollment by Total Credits of Education to provide best-practice Edited Intellectual Property resources and professional development 7,704 Total Credits for Adult Basic Education and ESL 8,000 Deskbook for the Business Lawyer: 7,132 A Transactions-Based Guide to teachers, staff, and administrators 7,000 5,976 Intellectual Property Law Betsy Parrish and Kim Johnson, 6,000 Sharon K. Sandeen, School of Law School of Education 5,066 4,924 Graduate 5,000 4,280 Credits 4,000 3,360

3,000 2,592 2,852 2,780 Undergraduate 2,000 2,474 2,616 Credits Total Credits 1,000

0 Hamline launched Hamline University Minneapolis in spring 2008. This new location, at the Fall 2007 Spring 2008 Fall 2008 Spring 2009 intersection of I-394 and Highway 100, has allowed the university to substantially expand (projected) enrollment in the School of Business (left), particularly in its MBA programs. Graduate Credits 12 13 Kendra Watson College of Liberal Arts student “The more involved For Kendra Watson ’09, a Hamline education means plenty of you get here, the more multitasking. The biochemistry major and star athlete balances her intense academic schedule, athletic commitments, and you see how much extracurricular activities, all while undergoing the rigorous process of applying to medical school. people care.”

But far from viewing it as a burden, Kendra sees this busy schedule as an integral part of the Hamline experience. “Students here can really get involved in their campus community and make a difference,” she says.

Born on a military base in Germany and raised in Sioux Falls, South Dakota, Kendra chose to study at Hamline because of its tight-knit community. “I visited a number of times and was able to attend classes,” she recalls. “Hamline really felt like home.” Kendra also received the Presidential Scholarship, recognizing academic merit.

Knowing she was interested in medicine or public health, Kendra chose to major in biochemistry. “The program is very challenging,” Kendra says. “It’s been a lot of work, but I’m so glad I did it.” For two summers, Kendra conducted research with the chair of the biochemistry department, John Matachek, and she is currently at work on a major paper summing up her research with biosensors and electrodes.

Kendra’s busy schedule takes her from the lab to the soccer field. The four-year athlete, who plays center midfield for the Pipers, explains that soccer is a year-round commitment—but one she wouldn’t trade for the world. “Athletics at Hamline are a great way to compete,” she says, “but also to make friends and challenge yourself to be the best.”

In addition to her academic and athletic commitments, Kendra has served on the Student Alumni Board since her sophomore year. The organization arranges campus events, programming, and community outreach, all designed to connect students with alumni and professors. “This was an area of campus life where I felt I could be a leader,” explains Kendra. Indeed, as a senior Kendra is the organization’s vice president, after serving as membership chair last year. She was also able to represent Hamline at two summer conferences on student development, and was Fast Facts: Hamline Athletic Highlights the first Hamline student ever to give a presentation at one of these national events. Men’s Cross Country Gymnastics Men’s Hockey Men’s Soccer Women’s Track & Field Reflecting on her many commitments, Kendra says, “I came to Hamline because of The team placed ninth at the NCAA First-year Sarah Prosen and The team won the MIAC Junior Drew Lukas became the At the MIAC meet, school its incredible community. The more involved you get here, the more you see how Division III Central Regional meet. At junior Brynn Stenslie earned championship for the first it me all-time leading goal-scorer in records were set by Kameron much people care.” Indeed, Kendra plans to remain involved with Hamline long after the NCAA Division III National Meet, All-American honors at NCGA in sixty years. Joe Long and Dustin Hamline soccer history. Lukas led Argiannis in the 400-meter she graduates in 2009. senior Brandon Gleason ran to an All- Nationals. Prosen was named first Fulton were named Division III the Pipers in goals (twelve) for hurdles; Kameron Argiannis, Sara American finish, placing thirteenth team All-American after finishing All-Americans. the second season in a row and Burns, Nicole Brohmer, and Rosa out of 278 runners in the field. sixth in the floor exercise, and currently has twenty-eight career Galtheir-Culnane in the 4-by-400- second team All-American honors goals in just three years of play. meter relay; and first-year Kaitlyn went to Stenslie with a twelfth- Anderson in the pole vault. place finish on balance beam. 14 15 Andrew Cochran  “As a writer, I’m years Graduate student, graduate school of Liberal studies

ahead of where I would With a master’s degree in creative writing already under his belt, Andrew Cochran knew exactly what he was looking for when he enrolled in Hamline’s Master of Fine Arts in have been on my own.” writing for children and young adults program. He sought an intensive experience that would allow him to hone his craft and further his writing, and Hamline’s distance-learning program fit the ib ll. “It’s worked out beautifully,” he says.

The program’s distance-learning model allows Andrew to remain in his home community—first Florida, now Wisconsin—and come to Saint Paul once a semester for a ten-to-twelve-day intensive residency. “This distance-learning model is wonderful for creative writing. So much of a writer’s work is done at home in front of the computer,” he explains. Yet the program also fosters deep connections. “I get one-on-one attention from a mentor, a published author who for four months reads my work closely and challenges me to master my craft,” he says.

In fact, for Andrew one of the program’s strongest assets is the feeling of community it has fostered. “I’m part of a community of writers now,” he explains. “It’s easy to feel, when you’re at home writing alone, that you’re in a vacuum, but this program has given me a supportive community of people doing the same thing. That alone has been very encouraging.”

The sense of community Andrew describes stems in part from the intensive residencies, which provide opportunities for writing workshops, lectures, and readings from faculty and students alike. While the days of a residency are long and intense, Andrew finds the experience enriching. “The residency provides time to sit and analyze writing, to think about writing,” he explains. “It’s wonderful to have ten days when we just talk about writing.” During the course of a semester, Andrew reports ongoing contact between students and faculty alike through channels like Facebook and email.

Andrew is currently at work revising a young-adult novel focusing on themes of independence. “I’m learning a lot about craft,” he reports. “What’s great about this program is the intensity and the rigor. As a writer, I’m years ahead of where I would have been on my own.”

16 17 Margaret Myers Hamline alumna and supporter

Talking with Margaret Myers ’34 means taking a trip down memory lane and into Hamline’s rich history. The ninety-six-year-old Hamline graduate recalls a time when attending classes meant waking up early to take three different streetcars to campus. “I just knew I was going to attend Hamline,” Margaret recalls, even though it was a time when most women were unable to receive a formal education.

For Margaret’s family, education was a high priority. Her father was one of Minnesota’s first college- educated Methodist ministers, and he received an honorary doctorate from Hamline. Her mother was educated at an all-girls’ school in Canada, so it was only natural that Margaret—one of six siblings—would pursue an education as well. She visited Hamline her junior year of high school, and was amazed by the university’s band and choir. Indeed, it was at Hamline that Margaret’s passion for music would lead to another lifetime love, for it was in the Hamline choir that she met her husband, the late Robert L. Myers.

“We met at choir rehearsal when we were both seventeen,” she remembers. “We shared a love for music and for education.” The two were frequent soloists in the choir, which performed every Sunday afternoon live on the radio in addition to giving concerts and singing at commencement. Margaret would go on to major in both music education and English education, and taught for four years before staying home to raise her children.

Music remained a vital part of the Myers’ lives, however. Robert directed the high school choir in Albert Lea for thirty years, while Margaret returned to teaching music after her children were grown. “Together, we taught our county how to sing!” she laughs. She also organized the Robert L. Myers Art Series, which brought talented musicians to Albert Lea for free public performances. In twenty years, the program organized more than seventy-seven events, including hosting the Hamline Choir and the Hamline Swing Band. “It was our cultural gift to the community,” explains Margaret.

Margaret’s life was so profoundly affected by her experiences at Hamline that she continues to support the university today. Indeed, she recently established the Robert L. and Margaret Lillico Myers Endowed Scholarship for music majors at Hamline. “I wouldn’t be who I am, and couldn’t have accomplished what I accomplished, without the education I received at Hamline, and the same was true for Robert,” she says. “It was so fundamental.” When asked why giving to Hamline is a priority, she recalls, “When I graduated in 1934, those were bad years—just like we’re going through now. But Hamline taught us to take advantage of the education we received from our marvelous and devoted professors.” “I wouldn’t be who I am . . .

Today Margaret lives a busy life, collecting fine china and antiques, tending her rose garden, and playing piano for church groups. Throughout her life, she has been a champion of women’s education, and has without the education been recognized for more than fifty years of service by the American Association of University Women. She has also received the Pioneers Education Award from South East Retired Educators. Margaret is the proud mother of four children, is blessed with numerous grandchildren, and today enjoys playing with her three great-granddaughters. A passion for music is evident even in this newest generation; one of her great- I received at Hamline.” granddaughters danced in a December performance of the Nutcracker ballet. When asked to reflect on her rich and adventure-filled life, Margaret is particularly joyful. “I don’t know what it would be like to not live a busy life,” she says. “At ninety-six, I’d say I’m doing pretty well!”

18 19 “Hamline is where I wanted to be.” Mike LeMier Undergraduate student

When Mike LeMier ’10 steps into the classroom on his first day as a ih gh school history teacher, he will be able to share plenty of his own experiences with his lucky students.

In addition to being a Hamline student pursuing a degree in social studies education, Mike is a member of Minnesota’s Army National Guard and has been deployed for yearlong stints in both Afghanistan and Kosovo. “Since junior high, I’ve had an interest in teaching,” says Mike. “My love of world cultures and history really solidified when I was overseas, and I know I’ll be able to bring those experiences to the classroom someday.”

Mike came to Hamline from South Range, a small Wisconsin town on the shores of Lake Superior. He chose Hamline because it combined a competitive football program with great academics. “I visited a number of times,” remembers Mike, “and I decided that Hamline is where I wanted to be.” In February 2003, halfway through his first year, Mike joined the National Guard, excited at the opportunity to serve his country and see the world. He completed basic training in Georgia that fall and returned to Hamline for J-Term. “I was able to balance academics and my military commitment,” he says.

In February 2004, Mike was activated for duty in Afghanistan. He spent a full year in the country’s southwestern corner, providing security and reconnaissance assistance. These responsibilities meant a lot of patrols and interaction with local police forces—and also the opportunity to chat with Afghanis. “By talking with locals, we were able to hear their perspectives,” recalls Mike. “They knew we were trying to help.” A watershed moment for Mike was when he helped secure polling places for Afghanistan’s first national election. “It was amazing to see a country that had been so fragmented begin to unify,” he reflects. Fast Facts: Hamline School of Education Two years later, Mike was sent on another yearlong mission—this time to Kosovo, where he served as a peacekeeper between Serbs and Albanians. Hamline has been preparing teachers since licensure, continuing studies, and degree- graduate students took 1,315 774 While there, Mike’s commanding officer spearheaded a unique initiative: its founding. In fact, its—and the state of seeking students enrolled in fall 2008. professional development courses Each of his seven-man squads would “adopt” a nearby school. The pre-K Minnesota’s—first graduates, Elizabeth and Emily in the area of special education at through eighth-grade school Mike was assigned to, however, was skeptical. Sorin, were teachers. The sisters later earned the teachers attended the 2008 Hamline School of 230 the Hamline School of Education Other organizations in the past had made promises that couldn’t be state’s first master’s degrees in education. Education Summer Literacy Institute. in 2007–2008. delivered, and at first the school was reluctant to talk to Mike’s squad. “We brought what we could—cleaning supplies and brooms—and made a point The School of Education’s ESL program is 135 professional development programs were offered, (includes Autism Spectrum Disorders Certificate, Traumatic Brain Injury Certificate, the largest in Minnesota and internationally in partnership with public school districts or other continued on next page and Other Health Disabilities) recognized for quality. educational institutions.

20 21 continued from previous page Fast Facts: Hamline Student Demographics

to really talk with teachers, students, and the principal,” Mike remembers. Total enrollment, university-wide: 4,804

While deployed, Mike stayed in frequent contact U.S. states represented: 42 with his Hamline academic advisor, Dr. Steven Jongewaard. Upon hearing about Mike’s initiative, Countries represented: 73 Jongewaard enlisted the help of the Hamline Education Club and local businesses, including Percentage of students of color: Target and Office Max. In the end, Mike’s squad 14% (of domestic students with known race/ethnicity) received eight huge boxes brimming with school supplies. “When we brought the supplies to the Percentage of international students: 4% school, they went crazy,” laughs Mike. “There was a line of kids helping us carry them into Percentage of undergraduates classrooms.” Even after the delivery, Mike’s receiving financial aid: 72% squad remained close with the school, having tea and lunch at the principal’s home. “This was a defining moment for me,” says Mike. Fast Facts: Hamline Student Activities Fortunately, explains Mike, Hamline was extremely supportive while he was deployed. He stayed in email contact with professors and with Students who volunteer through the the university’s administration, who helped him Office of Service Learning and register for classes while abroad. “It was a bit Volunteerism (OSLV) in 2007–2008: 590 students Financial Statements strange to transition back to college after being deployed, especially the first time,” remembers Students who volunteer as mentors Mike. “I was one of the only veterans on at Hancock-Hamline University I am glad to share with you this Overall operating revenue had a significant increase of campus.” His transition home from Kosovo was Collaborative Magnet School: 70 students summary of financial information 7.2 percent; within that, net tuition increased 9.2 percent. made easier by his then-fiancée DeeDee. The for Hamline University. couple had met in the Hamline library, and they Approximate percentage of students Our leadership team continues to be very effective in allocating married soon after Mike returned home in July who volunteer through OSLV during the resources that are generated, providing an operating return 2008. Today DeeDee LeMier works at Hamline as their four years at Hamline: 30% The challenges facing the economy today have impacted of $774,000. In fiscal year 2008 we continued our focus on an admissions counselor, continuing the couple’s the short-term investment yields of universities across the capital investments in all areas including facilities, technology, ties to the university. nation, including Hamline. However, Hamline’s strong and and academic collections. diversified investment portfolio and long-term approach Hamline offers more than 70 student clubs, As for Mike, he plans to student-teach in spring to financial planning ensure our university can withstand We continue to maintain our Baa1 bond rating, with a including Model United Nations, FOCUS Photography Club, 2010 and then graduate that May. Afterwards market fluctuations and maintain a solid foundation long stable outlook from Moody’s Investors Services. Through Tae Kwon Do Club, and a plethora of other organizations into the future. the university’s trend of positive financial performance we he hopes to teach history or social studies to that run the gamut from political and cultural interests to high school students. “I was exposed to so sports, the arts, volunteerism, and Greek life. strengthened our financial foundation which is now helping much history and culture when I was deployed Hamline has generated operating financial results that had us to weather the current economic overseas,” says Mike. “I was able to take it Students are encouraged to do two internships the effect of improving our financial position. Unfortunately, volatility, as we stay focused on our all in, and I know I can bring it with me to during their time at Hamline: an exploratory internship the negative investment return more than offset this positive strategic plan, our vision for the future, the classroom.” during sophomore year and a more structured internship in financial result. and the historic mission of the university. their junior or senior year. For this fiscal year, net assets decreased $5,763,000. Ann Bentdahl Hamline offers six music ensembles for students: Investment losses of $6,475,000 drove the overall university Treasurer, Board of Trustees; A Cappella Choir, Women’s Chorale, Hamline Winds, results, and decrease in net assets. Chair, Audit Committee Jazz Ensemble, Oratorio Society, and Orchestra.

22 23 Hamline University Hamline University Statement of Financial Position Statement of Activities

For year ended For year ended At June 30, 2007 At June 30, 2008 June 30, 2007 June 30, 2008 Assets: Totals:

Cash and cash equivalents $5,519,536 $6,726,061 Revenue Distribution of Revenue Restricted cash 1,240,317 1,218,299 Tuitions and fees $77,798,533 $85,131,330 Accounts receivable 3,113,947 3,514,070 Less: Other current assets 1,475,264 1,156,370 Unfunded student aid 20,039,601 22,241,077 Long-term receivables 11,073,159 13,177,217 Funded student aid 2,101,977 2,110,388 Investments 88,359,903 79,180,541 Net Student Tuition and Fees $55,656,955 $60,779,865 Land, building, and equipment 75,947,884 77,989,581 Government grants 2,189,379 2,995,387 Beneficial interest in trusts 1,619,317 2,107,713 Contributions 6,846,120 7,895,872 Investment income, net 3,852,609 3,274,578 Total Assets $188,349,327 $185,069,852 Sale and services of educational activities 1,094,099 956,245 Net Tuitions and Fees 72% Change in value of split interest agreements 608,930 80,962 Contributions and 13% Government Grants Liabilities: Other sources 1,885,821 1,275,836 Auxiliary Enterprises 9% Auxiliary enterprises 6,646,006 7,488,928 Accounts payable, accrued expense $8,823,389 $9,922,483 Investment Income, 4% Deposits and deferred revenue 2,965,763 2,961,774 Total Revenue $78,779,919 $84,747,673 Gains & Losses, Net Other liabilities 10,673,317 10,715,004 Other Sources 2% Bonds payable 27,973,116 29,320,190

Total Liabilities $50,435,585 $52,919,451 Net assets: Unrestricted for investment in plant $48,161,397 $48,863,052 Expenses Distribution of Expenses Unrestricted for operations and endowment payout 29,692,700 19,784,143 Instruction $28,560,701 $29,879,536 Total Unrestricted $77,854,097 $68,647,195 Academic support 13,525,437 15,352,898 Temporarily restricted 7,500,720 7,885,995 Research 236,132 205,136 Permanently restricted 52,558,925 55,617,211 Public service 1,187,890 1,156,201 Student services 11,906,472 11,701,623 Total Net Assets $137,913,742 $132,150,401 Institutional support 11,439,557 13,141,014 Total Liabilities and Net Assets $188,349,327 $185,069,852 Auxiliary enterprises 8,438,363 9,094,129

Total Expenses $75,294,552 $80,530,537 Change in Operating Assets $3,485,367 $4,217,136 Instruction 37% Academic Support 19% Investment income in excess of spending rate 9,392,291 (9,749,897) Institutional Support 16% Board-designated unrestricted spending (149,324) (230,580) Student Services 15% Change in net assets before effect of 12,728,334 (5,763,341) Auxiliary Enterprises 11% change in accounting principle Public Service and 2% Current-year impact of restatement 329,532 0 Research and change in accounting principle

Change in Net Assets $13,057,866 ($5,763,341)

Net Assets at Beginning of Year $124,855,876 $137,913,742 Net Assets at End of Year $137,913,742 $132,150,401

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